Академический Документы
Профессиональный Документы
Культура Документы
Frankenfood?
Project Overview
Taking DNA from one organism and placing it into another organism such
as bacteria, a plant or an animal produce genetically modified organisms, or
GMO. If the resulting plants or animals are destined to be eaten by people, then
the term GMO Food is used. Today, many food crops that have been genetically
modified are being grown and eaten.
The production and use of these GMO Foods raises several ethical issues
for the consumer. For example, an agricultural company producing the GMO
food usually patents the DNA and/or the procedure used to obtain the new
organism. Does a company have the right to own a living organism? Is a piece
of DNA considered property to be bought and sold? Is someone who makes a
slight change to that DNA in violation of the patent laws?
1
Student Learning Objectives
For this RWLO, the students will be able to:
2
Procedure Part 1
Patent Search and Opinion
Time: Approximately 1 hour for the Patent Search and filling out the worksheet
and 1 hour for writing and posting an opinion.
Prerequisites: Computer with internet access for each student and a class web
site (or personal website)
Implementation: Students will do the patent search and opinion outside of the
classroom, using either their own computer or one of the schools computers.
Steps:
1. Print the directions for doing the patent search and the patent worksheet
for each student.
2. When Part 1 is due collect the worksheets and correct using the key
provided in the resources section.
3
Procedure Part 2
Benefits and Problems of GMO Foods
Time: Approximately 1 hour for the internet search and filling out the worksheet
and 1 hour for writing and posting an opinion.
Prerequisites: Computer with internet access for each student and a class web
site (or personal website)
Implementation: Students will do the patent search and opinion outside of the
classroom, using either their own computer or one of the schools computers.
Steps:
1. Print the directions for the Internet search and the worksheet for each
student.
2. When Part 3 is due, collect the worksheets and correct using the key
provided in the resources section.
4
Content Material
Part 1 Patent Search and Opinion
Student Directions:
1. Choose one (1) of the following genetically modified foods.
2. Go to the U.S. Patent site at http://www.uspto.gov
3. Go to Search option and write in the commercial name of your chosen
food and the type of food OR the company. This will bring up all the
patents that company has on that particular GM food. The patents will be
in order by date, with the most recent patent first.
4. Using the information at the site, complete the worksheet.
5
Name: _________________________
2. Patent Information
Date of most recent patent: _________________________
b) What technique (PCR, tissue culture, etc) was involved in creating this
organism, if indicated?
6
Part 1 Worksheet, page 2
4. Opinion
This patent gives the company ownership of the GM organism so that no one
else may use this sequence of DNA. Write no fewer than 150 words on the
ethics of a company owning an organism. You may use the following questions
to help you with your opinion. Do you think that a company can own an
organism? Can it sell that organism to the highest bidder? If someone changes
that organism slightly, can that person patent the changed organism?
Referenced URLs:
http://www.uspto.gov
7
Content Material
Part 2: Benefits and Problems with GMO Foods
Student Directions:
Introduction:
Since GMO foods with improved productivity are easily produced and patented,
more and more GMO foods are grown and eaten in the United States. Right now,
more than sixty percent of our corn and eighty percent of our soybeans are
GMO.
Some people see these GMO foods as a future hope for a world that is becoming
overpopulated and in need of a greater and greater food source. The other side
points out that we do not know the long-term consequences of our tinkering with
genes. These arguments, along with the huge profits for food-producing
companies of all stripes, have been flung back and forth for years. Are GMO
foods future hope or Frankenfoods?
Directions:
1. Google GM foods or genetic modification or GMO or another such key
words of your choice.
2. Select at least 3 sites that are in favor of GMO foods and 3 sites that are
against GMO foods.
3. Fill out the attached worksheet on the pros and cons of GMO foods, along
with your opinions. Lastly, post your opinions for others to read.
8
Name: ________________________
a) Give at least 3 reasons why GMO foods are the future hope for the world.
Use the back of the paper for any other reasons.
1.
2.
3.
9
Part 2 Worksheet, page 2
b) Give at least 3 reasons why GMO foods are Frankenfoods and a threat to
humans.
1.
2.
3.
10
Part 1 ASSESSMENT
Grading Rubric for Patent Worksheet
Part 2 ASSESSMENT
Grading Rubric for GMO Debate Worksheet
This worksheet is worth 60 points
--30 points for parts A through C
--20 points for the posted opinion
--10 points for replying to at least one other posting.
[You may award at least 5 points for more than one response]
11
Links to Course Competencies
This RWLO could be applied in the following courses: BIOL 1406 (majors
Introductory Biology), BITC 1311 Introduction to Biotechnology and BIOL 1323
Human Nutrition. BIOL 1408 Introductory Biology for nonmajors may use this
RWLO as one of the special topics that make up this course. Specifically, this
RWLO meets the following course competencies:
Genetic Manipulation
Describe plasmid vectors.
Discuss recombinant DNA techniques
Discuss applications of biotechnology
Critical Thinking
Apply knowledge to new situation or problem.
Evaluate two or more positions on an issue.
Synthesize opinions.
Genetic Manipulation
Describe plasmid vectors.
Discuss recombinant DNA techniques
Discuss applications of biotechnology
Critical Thinking
Apply knowledge to new situation or problem.
Evaluate two or more positions on an issue.
Synthesize opinions.
Genetic Manipulation
Describe plasmid vectors.
Discuss recombinant DNA techniques
Discuss applications of biotechnology
Critical Thinking
Apply knowledge to new situation or problem.
Evaluate two or more positions on an issue.
Synthesize opinions.
12
Supplementary Resources
Web Resources
The following are some annotated web sites on the GMO debate.
http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml
A government site on GMO foods
http://www.greenpeace.org/international/campaigns/genetic-engineering
Greenpeaces take on GMO foods
13
Recommendations
Recommendations for Integration:
This RWLO is designed for a high school Biology course or a college-level
introductory Biology course. It would be best included near the end of the unit on
DNA and DNA technology, so that students can understand the content material
and therefore articulate their opinions.
The on-line searches and the writing of opinions for the two parts of the
RWLO are best done as homework assignments.
The student opinions should be posted to the class website such as
Blackboard or WebCT to be reviewed by the other students as a starting point for
discussion. Doing so will eliminate the monitoring and maintenance
requirements of an open site, yet still allow the students to publish on the
internet.
Back-up:
In the event that the students do not have access to the internet, either through
their school or at home, the following backup accommodations may be used
The patent information for a few of the GMO foods may also be downloaded
shortly before class and copies made for the students.
The PBS movie Harvest of Fear , http://www.pbs.org/wgbh/harvest/, may be
shown in class and discussed afterwards. This is a Frontline show on GMO
foods that may be watched by streaming video on a computer with a fast
modem. There is also a teacher guide. This film would be good shown in
class, with the follow-up discussion that is part of the teacher guide.
14